• quick Introduction of Christy quickly, and then she started playing Bach Bouree I and II.

Christy introduced herself and the kids askedquestions.

10-15 min

Everybody listened very carefully while Christy was playing. They observed every movement.

Especially Ar seemed absorbed into the music.

During the question round, they asked her many questions, from “how long she’s been practicing” to“how old she is” and “how long her education takes.”

Question: how violin and cello are different?

All kids were genuinely interested and they made remarks while asking questions.

Christy, played Bach a second time, and thekids had to write/draw what they thought she was feeling.

5 min

See attachments: drawings

All of them agreed there are parts in the music that are happy, sad, or even a bit scary.

° TANPA PERASAAN (Impassive game)

Christy played again and the kids had to try to distract her from her playing, but she had to continue.

2 min

In first place the kids were a bit shy, they didn't really know what to do.

After a few minutes, especially when thier teacher Uli started to play too, they started to have more fun, they moved in a circle around Christy in order to make funny faces. But they still looked awkward.

E and Al hid behind the tables, they didn't want to join.

5 min

° Song "Dihina..." with two voices (Canon)

Kids seemed to enjoy the song more now.

Sara played the song “Beautiful - Cherry Bell”, orJanganMenyerah, and subsequently she mademistakes, she apologized, and then we asked:“what is Sara feeling?”

(Ashamed, blamed, embarrassed, angry on myself)

And “what will she feel if she plays well and you all enjoy the music?

(Proud, happy, confident, special, fulfilled, etc.)

5 min

Kids observed carefully, they had fun to guess the feeling.

• One of the self-conscious feelings on the banner has been pickedand they made a drama on something that happened to them.

We tried to divide them in three groups of 4 kids.

15 min

1. Al, E, De, L

E and Larea couple. Al comes in and chats. De throws stuff at E and L and he starts teasing them.

Monday, March 17, 2014

Theme of the day: Emotions provoked by being either impolite or polite

Participants: 12 kids of the Yellow class

Trainers: Sara, Nancy, Susanne, Uli, Jolanda

Materials needed:

- 10 hats (Nancy)

- Violin (Sara)

- 18 pieces of paper and pencils (Nancy)

- Banners (U)

- Emoticons to color at the beginning and at the endof the session

- Nancy had to invent the choreography of the first part of the Qua qua Dance.

* * *

* Warming up game, detangling knot

5 min

They liked the game, even though the "energy" level of the group was not high at the beginning of the session. Some of the kids appeared to be tired or worried.

* Impolite game:

Divide them in two groups and tell the first group to be impolite and the second group to be polite. Put the hat on the impolite kids.

Played music and walked pretending to be on the street; when music stopped they interacted with the closer person in their given way:

RULES:

- Cannot say bad words

- Cannot hurt themselves or ruin things

- The polite persons will react politely

reminded them that this is just a game.

5 min

* Swap roles

5 min

The first 2 attempts didn't work, it was a bit chaotic. At the third attempt, we made groups of 2 (one polite, one not), and that worked much better.

Then, they switched roles.

During the 4th attempt, we arranged the kids into 2 rows (they had to exchange roles being polite/impolite), this worked very well. Roles of the different characters were clearer to the kids.

There was a lot of touching: slapping/jokingly pushing

Mini Drama in pairs, exchanged roles from situation 1: one person polite, the other one impolite.

* Sat down, introducedJolanda, and asked what they had felt while being both impolite and polite (irritation, anger, fear, revenge, sadness, depend on the person and on my mood, annoyed, bothered, disappointed)

Drama: Divided them in pairs and asked them to act a real situation out in which they were impolitetowards someone or somebody was impolitetowards them.

20 min

What do we feel when people are not polite to us?

- Ek (paired with Di): He didn't like it when Di was teasing him. He was annoyed

- Di: he felt worried

- Em (paired with L):she became angry when Lmocked her

- L: irritated

Then they were polite to each other. Some of the boys said that “polite” is boring.

- I (paired with Jolande) Jolande was trying to make friends with I. I didn't want to because she didn't knowJolande.

- De: annoyed and happy. Happy because “impolite”can be turned into “polite”. He wasn’t happy because “polite” can be turned into “impolite.”

- U: got irritated with impolite people

- A: didn’t like impolite people, he got annoyed

- T: in the drama she got pushed into getting a nap. She didn't like it.

- Sy: felt annoyed

- Jolande: she was not happy. She doesn't like herself when she is impolite.

-----------------

What emotion do they feel when they're impolite?

- I: annoyed

- Ar: annoyed

- S: annoyed

- A: as usual

- Ek: not happy

- Susanne: angry with other person and not happy with herself

- Di: disturbed

- Em: annoyed

- L: annoyed, uncomfortable

- Sara: sad, but in beginning powerful

2 situations were written down:

When people are polite towards you.

When people are impolite towards you.

IbuU read and kids have to guess. They liked this game. A lot of cheering when they guessed correctly. Find below their writings.

---Break----

* Dance

On "ballo del qua qua" music, they had to follow Nancy doing impolite movements during the first part of the music, and they had to dance in pairs nicely on the second part.

A:

impolite movement

4 beats

4 beats

4 beats

rotation

B:

4 beats

4 beats

4 beats

rotation

A-B: repeat the same movements

C: danced together hooking their arms, rotating and swapping partner

Twice the whole thing.

The kids had a lot of fun. When the music went faster they had to laugh when they tried to keep up.

* A Toss Up

A game in order to help teens to get to know one another.

The number of questions per participants was checked so it was for all the same. They tried to include questions about a favorite color, ideal vacation spot or future career choice, and cut each question out and then they were taped to a large ball. The group was asked to stand in a circle and then toss the ball to a member within the group. The group member should have answered one of the questions, thenremoved it from the ball and then tossed the ball to a new member. The process was repeated until everyone had answered a question.

They seemed to like this game. The only problem was that they read the questions before pick one. Next time we should stick questions so that they can't read them.

- U: What makes you scared? *Heights

- De: What makes you laugh? * Funny videos

- R: Where would you like to go on holiday? *Bali

- Ek: What work would you like to do in the future?*Farmer

- Di: What is your favourite smell? *Perfume

- T: What is your favouritecolour? *Black

- Sy: What is your favourite sport? *Soccer

- L: What is your favourite animal? *cat

- I: What is special about her? * she can study well

- S: Does she bite pencils? * yes

- Em: Who is your favourite superhero? *batman

- Ar: What would you do when you were invisible for 1 day? *play at warnet

Sara then played the bumble-bee flight, by Rimsky-Korsakov, on her violin (but we didnt tell them the title of the music).

What did they feel when listening to the music?

- Em: stand in front of a cave. She is scared

- Di :bees chased him

- S: made a mistake, she is helped by someone but still scared

- Ar: chased by people

- U: stuck in traffic and in a hurry. When the music eases it's like having a break

- T: drowning in the sea

- Ek: in a train, the police is chasing him

- I: confused

- R: scary music. He plays at sea, he wants to swim but is scared of the waves

- L: chased by a dog

- Sy: climbs on a mountain and goes very fast down

Sara explained the theme of the day: polite/impolite

Sara explained with a smile that the music, “The Flight Of The Bumblebee” can be annoying as much as unpolite behaviours could be to us.

Dance in pairs: 1 bumblebee, one person. While Sara played the violin, the person chased the bumblebee and when the music stopped, the bumblebee dropped down.

They had a lot of fun with this exercise.

*Remark:

The kids were very particular in picking a colourpencil fro, colouring the emoticons and writing down stuff.

Some of them didn't want to take a pencil that I offered, but they wanted to pick another colour.`

Result of the Emoticons (how they were feeling at the beginning and then at the end of the workshop):